• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.11
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• pp.6710-6718
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• 2014

This study examined the factors affecting the sexual autonomy of female university students to provide the basic data for developing an intervention program for sex education. The data was collected from 322 female college students and analyzed with a t-test and multiple regression using the SPSS 21.0 program. The significant factors of sexual autonomy were intercourse experience (${\beta}=0.115$, p=.040), sex knowledge (${\beta}=0.118$, p=.028), permissiveness of sexual violence (${\beta}=-0.290$, p<.001), and the perception of unwed pregnancy (${\beta}=-0.104$, p=.048). These factors explained 21.7% of the variance in sexual autonomy. In conclusion, there is a need to develop a sex education program to increase sexual autonomy considering the factors affecting sexual autonomy.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.363-373
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• 2018

The purpose of this study was investigates the Autonomy and job satisfaction of the nurses in the hematopoietic stem cell transplantation ward. The data was collected by distributing structured questionnaires to 79 nurses at the hematopoietic stem cell transplantation ward at 7 university hospitals in D, B and U Metropolitan cites, from May 20 to June 4, 2013 and analyzed by t-test, ANOVA, Pearson correlation coefficient. The average autonomy level of nursing professionals was $165.47{\pm}19.56points$. The average nurse's job satisfaction was $3.15{\pm}0.35points$. The correlation between autonomy and nurse's job satisfaction showed to be not correlated. The correlation between autonomy and nurse's job satisfaction of the autonomy category(r=.273) and human interaction category(r=.257) showed to be correlated. It is necessary to developed education and policy programs for nurse's autonomy and nurse's job satisfaction at the hematopoietic stem cell transplantation ward.

• International Journal of Computer Science & Network Security
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• v.24 no.6
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• pp.131-140
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• 2024

The outbreak of Covid-19 has forced teachers of special education in Saudi Arabia to keep to themselves to live in a technology-infused society throughout the virtual teaching and learning process. This study set out to explore the competence, self-efficacy, and autonomy in using information communication technology (ICT) of special education teachers in Saudi Arabia. A total of 244 special education teachers in Saudi Arabia participated in this study. This study adopted the New General Self-Efficacy Scale developed and validated by Chen, Gully, and Eden (2001), as well as the Basic Psychological Needs in Exercise Scale (BPNES) developed and validated by Vlachopoulos and Michailidou (2006). Confirmatory factor analysis (CFA) and multivariate analysis of variance (MANOVA) were used as the main data analysis in this study. The findings showed that special education teachers in Saudi Arabia possessed competence, self-efficacy, and autonomy in using ICT in their teaching and learning process. All the factor loadings in each factor were.75 or higher, indicating good factor loadings. The results of the MANOVA indicated that special education teachers in Saudi Arabia do not report different perceptions of their competence, self-efficacy, and autonomy despite their different gender, age group, academic background, and teaching experiences.

• Journal of Service Research and Studies
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• v.6 no.4
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• pp.87-100
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• 2016

The purpose of this study is to clarity the effect of job autonomy, innovative work behaviors and perceived organizational support on organizational performance. To attain this goal, mediation analysis, moderation analysis and moderated mediation analysis were performed. 198 valid questionnaires from China Tianjin City's logistics enterprises were analyzed with SPSS Macro program. The results indicated that: (1) perceived organizational support's moderating effect existed in the relationship between job autonomy and innovative work behaviors, (2) innovative behaviors' mediated effect existed in the relationship between job autonomy and organizational performance, (3) perceived organizational support's moderated mediation effect is existing in the relationship between job autonomy, innovative behaviors and organizational performance. That is to say, the strength of the mediated effect decreased along with levels of perceived organizational support: stronger job autonomy relationship when perceived organizational support was weak.

• The Journal of Korean Academic Society of Nursing Education
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• v.16 no.2
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• pp.257-264
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• 2010

Purpose: This research was conducted to determine the effects on HPV knowledge, cervical cancer preventive behaviors, and sexual autonomy of female university students after they received sexual education to prevent HPV involved cervical cancer. Method: By using a non-equivalent control group pretest and posttest design, the experiment was conducted with a test group of 37 students and a control group of 39 students. Result: There were statistically significant increases in HPV knowledge (p=.003), cervical cancer preventive behaviors (p=.001), and sexual autonomy (p=.005) in the experimental group compared to the control group. Conclusion: It is concluded that this research is valid because this research program has proved to be effective in increasing HPV knowledge, cervical cancer preventive behaviors, and sexual autonomy, and it has provided a foundation to be used with other female university students.

• Journal of the Korean Home Economics Association
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• v.45 no.6
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• pp.101-111
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• 2007

This study examined the relationships between children's perceptions of mother's psychological control, and children's behavior problems(depression, anxiety, withdrawal, and aggression). In order to expand the study on the relationships, special attention was given to the possible mediator effects of children's emotional autonomy on the relationships. The subjects were 293 6th graders residing in Cheonan. It was found that children's perceptions of mother's psychological control was significantly related with the level of children's depression, anxiety, withdrawal, and aggression. Children's emotional autonomy were found to be a significant mediator of the relationship between mother's psychological control and children's depression and aggression. No significant mediator effect of emotional autonomy was found in the relationship between mother's psychological control and children's withdrawal and anxiety.

• Women's Health Nursing
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• v.12 no.4
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• pp.301-307
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• 2006

Purpose: The purpose of this study was to evaluate the effects of a sexual violence counselor program on knowledge toward sexual violence, sexual autonomy and rape myths. Method: One group, pretest-posttest design was used. The program was delivered to thirty-three persons during 10 weeks for a total of 65 hours. Results: After the program, knowledge toward sexual violence increased significantly from 11.6 to 12.5(t=-2.10, p<.05), and sexual autonomy increased significantly from 50.6 to 53.7(t=-2.35, p<.05). After the program, rape myths decreased significantly from 42.4 to 29.0(t=7.80, p<.001). Conclusion: A sexual violence counselor program was effective to increase knowledge toward sexual violence and sexual autonomy and to diminish rape myths.

• Journal of the Korea Safety Management & Science
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• v.16 no.2
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• pp.193-201
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• 2014

This paper reviewed the effects of job characteristics(role conflicts, emotional labor, job importance and job autonomy) on satisfaction and stress, and the moderating effect of social support. Based on 2,982 questionnaires among raw data of Korea Safety and Health Agency's national survey, the results of multiple regression analysis appeared as follow; 1) role conflict effect negatively on job satisfaction, and emotional labor, job importance and job autonomy effect positively on job satisfaction. 2) role conflict effect positively on stress, and emotional labor, job importance and job autonomy effect negatively on stress. 3) social support moderates positively 2 relationships-between role conflict and job satisfaction, between job autonomy and job satisfaction, but moderates negatively between job autonomy and stress.

• Korean Journal of Adult Nursing
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• v.28 no.4
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• pp.482-490
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• 2016

Purpose: The purpose of the study was to examine the impact of self-efficacy in the prevention of sexually transmitted diseases (STD), knowledge of and susceptibility to STD, and the role of gender in sexual autonomy. Methods: Data were collected from 267 college students using self-report questionnaires during the period from the first to the twentieth of June 2015. Data were analyzed using $x^2$ test, Fisher's exact test, t-test, Pearson correlation coefficients, simple and multiple regression techniques with the PASW/WIN 20.0 program. Mediation analysis was performed according to the Baron and Kenny method and Sobel test. Results: In male students, self-efficacy for STD prevention showed a full mediating effect in the relationship between STD susceptibility and sexual autonomy (${\beta}$=-.08, p=.370). But in female students, it had a partial mediating effect (${\beta}$=-.25, p=.001). And self-efficacy for STD prevention showed partial mediating effects in the relationship between knowledge of STD and sexual autonomy in the both male (${\beta}$=.25, p=.005) and female students (${\beta}$=.33, p<.001). Conclusion: To enhance college students' sexual autonomy, it may be useful to build effective strategies enhancing students' knowledge about and susceptibility to STD and to develop a self-efficacy promotion program for college students.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.989-1002
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• 2012

The purpose of this study was to figure out adoption of curriculum autonomy policy by a middle school. To achieve the purpose, official documents accepted or produced by the school were examined regarding how much curriculum autonomy was given to the school. As well as, minutes on curriculum organization and implementation and interviews with significant figures in the school were analyzed to reveal how the school exerted its curriculum autonomy. The results indicated that superior educational administrative institution that had made decision on curriculum autonomy policy and promoted it constantly sent to the school official documents that required it to report what had been done. Such practices prevented the school from autonomous organization and implementation of curriculum. In addition, as most decisions on curriculum organization and implementation at school level was made by administrator and teachers with special position, most teachers remained at passive status to accept what had decided by them. Parents'committee did not exercise their rights by lack of expertise and passive attitude.